Q1 Special
Report Webinar
April 10, 2014
www.centerdigitaled.com
DECEMBER 17, 2013April 10, 2014
DECEMBER 17, 2013
• Special Report Overview
• Guest Speakers
• Q&A
Today’s Agenda
Tom Ryan, Ph.D.Sr. FellowCenter for Digital EducationFormer CIO, Albuquerque Public Schools
April 10, 2014
April 10, 2014
Q & A Participation
•To ask a question, enter it into the“Ask a Question” box and click “Submit”
•We will answer as many questions as possible in the available time
•This webcast will be posted to http://www.centerdigitaled.com
April 10, 2014
April 10, 2014
Assessment is much more than accountability
The focus of assessment is shifting to authentic, ongoing measurements, relevant feedback to inform personalized instructional practices
April 10, 2014
“OLD SCHOOL” ASSESSMENTS
Paper-based
Limited
Not Applicable to real world
Infrequent
Unwieldy and error-prone
Difficult to customize
Limits how to assess higher order thinking
April 10, 2014
Knowledge Test Performance Test
http://www.stanforddrivingschool.com
Both are Essential
April 10, 2014
Reduced Grading Burden
Increased instructional Time
Quick Return on Results
Improved Test Security
Accessibility &Accommodation
April 10, 2014
Instructional ObjectivesExecutive SponsorshipBuy-inStart SmallAdd Technology IncrementallyProfessional development
PLCsResearch compatibilityTotal Cost of OwnershipVendor relationshipsThoughtful ApproachMeasure Success
April 10, 2014
Platforms to aggregate data
Dashboards
Learning AnalyticsPredictiveDiagnostic
April 10, 2014
April 10, 2014
Our 1st Guest Speaker
Bill JamesTeacherMilford High SchoolHighland, Michigan
April 10, 2014
Using data properlyBill James
Milford High School
Highland, MI
Examining Examinations
O Central tendency
O Not sufficient though
O Need to examine a detailed report
Item analysis
Numbers to focus on…O KR20
O Measures overall test reliability
O Range from 0.0 – 1.0
O Closer to 1.0 = more reliable
O Point biserial
O Measures item reliability
O Range from -1.0 – 1.0
O Closer to 1.0 = more reliableO 0.3 = very good items
O 0.09 and less = poor items
O Negative should prompt review of questionO Student who did well on test overall did not do well on
that question
Another look
Formative assessments
O In class and spur of moment
O Assessment of lesson
O Change on the fly too
Feedback is key
Question types
Question construction
Know where to review
Students keep track
Our 2nd Guest Speaker
Jack HoranDirector of Technology Oratory Preparatory SchoolSummit, NJ
April 10, 2014
Non-Traditional Assessments(or maybe traditional ones done
in new ways)
Jack Horan
AP Teacher/ Director of Technology
Oratory Preparatory School
Summit, NJ
Some assessment types
Formative or Summative
• Online simulations/experiments
• Writing Assignments
• Multiple Choice (and similar) testing
Online Simulation Benefits
• speed of setup
• speed of feedback
• ability to involve students (or teachers) from a distance
• take advantage of coolness factor
AP Econ Simulation
Never underestimate the power of enjoyment!
Game-style assessments can grab student attention
Writing Assignments
• Best with shared documents (e.g. Google Docs)
• Faster feedback/rewrite cycle
• Easier to share rubrics
• Long-lasting feedback
• Automatic portfolio creation
Multiple Choice Benefits
• T- faster, easier grading
• T- see problems and adjust accordingly
• S- quicker feedback
• S- Higher scores by students
– questions easier to read
– less distraction other questions
– easy to see graphs, etc that accompany questions
Student Benefits
• Easier to read
• No other questions to distract
• images, etc. stay with question
• Can even add video clip
Important Issues
• compatibility with student devices
• ability to upload assessments from your test-generator programs
• ability to easily embed images, text, and even video/audio clips with questions
• ability to easily correlate questions with whatever standards
Tech Director Concerns
• THE NETWORK MUST WORK!!!!!!!!!!!
• Devices must work
• One device per student is optimal, but not necessary
Teacher Planning
•Groups of teachers can plan and develop common assessments, and collect group data more quickly and easily
•schoolwide (or district-wide) data can perform the same function
•more effective and quicker intervention, for individuals and groups
Specific help for students and parents
• No more “he needs to work harder (or smarter, etc.)”
• Link data to standards
• Find specific areas of weakness
• “In math class, she has trouble the distributive property, but she really nails the commutative.”
April 10, 2014
Wrap Up
Access to this Special Report and Webinar Archive
http://www.centerdigitaled.com
April 10, 2014
April 10, 2014
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